The use of process mnemonics in teaching students with mathematics learning disabilities

Learning Disability Quarterly

Volumn 23, Issue 2, 2000, Pages 137-156

  Manalo, Emmanuel ^c   Bunnell, Julie K ^a   Stillman, Jennifer A ^b  

^a MASSEY UNIVERSITY   (New Zealand)

^b MASSEY UNIVERSITY   (New Zealand)

^c UNIVERSITY OF AUCKLAND   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0034145485     PISSN: 07319487     EISSN: None     Source Type: Journal    
DOI: 10.2307/1511142     Document Type: Article

References (41)

1. Allinder, R. M. (1996). When some is not better than none: Effects of differential implementation on curriculum-based measurement. Exceptional Children, 62, 525-536.
2. American Psychological Association. (1994). Publication manual of the American Psychological Association (4th ed.). Washington, DC: Author.
3. Anastasi, A. (1988). Psychological testing (6th ed.). New York: Macmillan.
4. Anthony, G., & Knight, G. (1999). Teaching for understanding and memory in year 4-5 mathematics: Research report for the Ministry of Education. Palmerston North, New Zealand: Massey University.
5. Bana, J., & Korbosky, R. (1995). Children's knowledge and understanding of basic number facts. Perth, New Zealand: Science and Technology Education Centre.
6. Batchelor, E. S., Gray, J. W., & Dean, R. S. (1990). Empirical testing of a cognitive model to account for neuropsychological functioning underlying arithmetic problem solving. Journal of Learning Disabilities, 23, 38-42.
7. Biggs, J. (1994). What are effective schools? Lessons from east and west. Australian Educational Researcher, 21, 19-39.
8. Blankenship, C. S. (1978). Remediating systematic inversion errors in subtraction through use of demonstration and feedback. Learning Disability Quarterly, 1, 12-22.
9. Brown, J.A.C. (1954). The social psychology of industry. Middlesex, England: Penguin Books.
10. Cawley, J., Fitzmaurice, A., Shaw, R., Kahn, H., & Bates, H. (1978). Mathematics and learning disabled youth: The upper grade levels. Learning Disability Quarterly, 2, 29-44.
11. Chamberlain, M. (1997). Achievement in mathematics. In R. Garden (Ed.), Mathematics and science performance in middle primary school (pp. 63-105). Wellington, New Zealand: Ministry of Education.
12. Chapman, J. W., St. George, R., & van Kraayenoord, C. E. (1984). Identification of "learning disabled" pupils in a New Zealand Form 1 sample. Australia and New Zealand Journal of Developmental Disabilities, 10, 141-149.
13. Ernest, P. (1996, March) The negative influence of 'progressive' ideas in school mathematics, Mathematics in School, 6-7.
14. Fuchs, L. S. (1988). Effects of computer-managed instruction on teachers' implementation of systematic monitoring programs and student achievement. Journal of Educational Research, 81, 294-304.
15. Gray, C., & Mulhern, G. (1995). Does children's memory for addition facts predict general mathematical ability? Perceptual and Motor Skills, 81, 163-167.
16. Hannon, P. (1995). Literacy, home and school: Research and practice in teaching literacy with parents. London: The Falmer Press.
17. Heege, H. (1985). The acquisition of basic multiplication skills. Educational Studies in Mathematics, 16, 375-388.
18. Higbee, K. L. (1987). Process mnemonics: Principles, prospects, and problems. In M. A. McDaniel & M. Pressley (Eds.), Imagery and related mnemonic processes: Theories, individual differences, and applications (pp. 407-427). New York: Springer-Verlag.
19. Higbee, K. L., & Kunihira, S. (1985). Cross-cultural applications of yodai mnemonics in education. Educational Psychologist, 20, 57-64.
20. Jones, K., Kershaw, L., & Sparrow, L. (1994). Number sense and computation in the classroom. Perth, New Zealand: Mathematics, Science and Technology Education Centre.
21. Kauffman, J. M. (1981). Characteristics of children's behaviour disorders (2nd ed.). Columbus, OH: Charles E. Merrill.
22. Kosc, L. (1974). Developmental dyscalculia. Journal of Learning Disabilities, 7, 164-177.
23. Levin, J. R. (1983). Pictorial strategies for school learning: Practical illustrations. In M. Pressley & J. R. Levin (Eds.), Cognitive strategy research: Educational applications (pp. 213-237). New York: Springer-Verlag.
24. Maier, E. (1980, December). Folk mathematics. Mathematics Teacher, 93, 21-24.
25. Manalo, E. (1991). The incorporation of process mnemonic instruction in teaching computational skills: A case report on a mathematics learning disabled individual. Focus on Learning Problems in Mathematics, 13(4), 21-34.
26. Mastropieri, M.A., Scruggs, T E., & Fulk, B.J.M. (1990). Teaching abstract vocabulary with the keyword method: Effects on recall and comprehension. Journal of Learning Disabilities, 23, 92-96, 107.
27. Mastropieri, M.A., Scruggs, T.E., & Levin, J.R. (1987). Mnemonic instruction in special education. In M. A. McDaniel & M. Pressley (Eds.), Imagery and related mnemonic.processes (pp. 358-376). New York: Springer-Verlag.
28. Mercer, C. D. (1987). Students with learning disabilities (3rd ed.). Columbus, OH: Merrill Publishing.
29. Miller, S. P., & Mercer, C. D. (1993). Using a graduated word problem sequence to promote problem-solving skills. Learning Disabilities Research and Practice, 8, 169-174.
30. Pereira, J. A., & Winton, A. S. W. (1991). Teaching and remediation of mathematics: A review of behavioural research. Journal of Behavioural Education, 1, 5-36.
31. Reid, N., & Gilmore, A. (1988). Test of Scholastic Abilities: Technical supplement. Wellington: New Zealand Council for Educational Research.
32. Reisman, F. K., & Kauffman, S. H. (1980). Teaching mathematics to children with special needs. Columbus, OH: Charles E. Merrill.
33. Resnick, L., & Ford, W. (1981). The psychology of mathematics for instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.
34. Rivera, D. M., & Smith, D. D. (1987). The influence of modeling on acquisition and generalization of computational skills: A summary of findings from three sites. Learning Disability Quarterly, 10, 69-80.
35. Rivera, D. M., & Smith, D. D. (1988). Using a demonstration strategy to teach midschool students with learning disabilities how to compute long division. Journal of Learning Disabilities, 21, 77-81.
36. Scruggs, T. E., Mastropieri, M. A., McLoone, B. B., Levin, J. R., & Morrison, C. R. (1987). Mnemonic facilitation of learning disabled students' memory for expository prose. Journal of Educational Psychology, 79, 27-34.
37. Smith, D. D., & Lovitt, T. C. (1975). The use of modeling techniques to influence the acquisition of computational arithmetic skills in learning-disabled children. In E. Ramp & G. Semb (Eds.), Behaviour analysis: Areas of research and application (pp. 283-308). Englewood Cliffs, NJ: Prentice-Hall.
38. Swanson, H. L., Cochran, K. F., & Ewers, C. A. (1990). Can learning disabilities be determined from working memory performance? Journal of Learning Disabilities, 23, 59-67.
39. Tuckman, B. W. (1978). Conducting educational research (2nd ed.). San Diego: Harcourt Brace Jovanovich.
40. Waldron, K. A., & Saphire, D. G. (1992). Perceptual and academic patterns of learning-disabled/gifted students. Perceptual and Motor Skills, 74, 599-609.
41. Xin, Y. P., & Jitendra, A. K. (1999). The effects of instruction in solving mathematical word problems for students with learning problems: A meta-analysis. The Journal of Special Education, 32, 207-225